DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 269 041 IR 051 512 AUTHOR Wilson, Lizabeth TITLE Library Use Instruction: Syllabus, Lecture Outlines,. Assignments, ana Guest Presentations

DOCUMENT RESUME

ED 269 041 IR 051 512

AUTHOR Wilson, LizabethTITLE Library Use Instruction: Syllabus, Lecture Outlines,

Assignments, ana Guest Presentations.INSTITUTION Illinois Univ., Urbana. Graduate School of Library

and Information Science.PUB DATE 85NOTE 63p.PUB TYPE Guides - Classroom Use - Materials (For Learner)

(051)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Academic Libraries; Behavioral Objectives; Course

Descriptions; Graduate Students; Higher Education;Instructional Materials; Library Administration;*Library Education: *Library Instruction; *LibraryScience *Teaching Methods

IDENTIFIERS *University of Illinois Urbana Champaign

ABSTRACTThis document presents the syllabus, lecture

outlines, student assignments, and special guest lectures for acourse offered for the second time ac the University of Illinois atUrbana-Champaign Graduate School of Library and Information Scienceduring summer semester 1985. The course was designed to providegraduate students with the theoretical foundation and practicalexperience for the bibliographic instruction responsibilitiesincluded in an increasing numbs:: of library positions. While libraryeducators and bibliographic instruction practitioners have notreached a consensus on how best to educate graduate students forbibliographic instruction positions, this course presented onealternative: a course combining practice and theory and taught by anactive bibliographic instruction practitioner. (Author/THC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U.S. DEPARTMENT OF EDUCATIONOERI

EDUCATIONAL RESOURCES INFORMATIONCENTER IER.C)

le This document has been reproduced asreceived from the person or organizationoriginating it

Cl Minor changes have been made to improvereproduction quality

Prints Of view or opinions stilted on this docu-ment do not necessarily represent officialposition or policy.

LIBRARY USE INSTRUCTION:

Syllabus, Lecture Outlines,Assignments, and Guest

Presentations

Library and InformationScience 450 ACSummer 1985

Graduate School of Libraryand Information ScienceUniversity of Illinois

at Urbana-Champaign

Lizabeth WilsonAssistant Professor ofLibrary Administration

4

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

zabeth Wilson

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

UNIVERSITY OF ILLINOISGraduate School of Library and Information Science

Urbana-Champaign

LIS 450ACBetsy Wilson

Tuesday and Thursday8 am - 10 am305 Gregory Hall

Office hours: Wednesdays 10 am - 12 noonThursdays 1:30 pm - 3 pmBy appointment also

I. COURSE DESCRIPTION

Library Use InstructionSummer 1985

Office: Undergraduate LibraryPhone: 333-1031

LIS 450 AC "Library Use Instruction" is designed to provide students with areview of the history of bibliographic instruction, as well as the knowledge andthe skills necessary to plan, implement, and evaluate bibliographic instructionin diverse settings. Throughout the course, stduents will explore learning thesry,educational methods, instructional design, administrative structures, evaluation,and ..he research process as they relate to bibliographic instruction.

II. MAJOR COURSE OBJECTIVES

On completion of the course, the student will be able to:

1. appreciate the role and impact of bibliographic instruction inlibraries and other educational settings;

2. distinguish between different levels and modes of bibliographicinstruction;

3. design, implement, and evaluate an instruction program in a givensetting;

4. identify appropriate literature Lnd recognize relevant professionalorganizations for bibliographic instruction.

III. COURSE REQUIREMENTS

A. Required ReadingsStudents are expected to complete readings befors coming to class. Class

lectures and activities are designed to build on the readings. Each student'sclass contributions should attest to .iis /her familiarity with the requiredreadings.

B. Participation in DiscussionI expect active class participation from each student. I believe that a

lively exchange of ideas, concerns, and solutions will contribute to eachstudent's learning experience.

C. Miterm EssayAt the end of the fifth class (June 25), I will give students a take-

home essay assignment. The typewritten essay of 23 pages is due in classJuly 2.

D. Term ProjectEach student will design a bibliographic instruction program to fit one

of ten scenarios provided or for a scenario developed by the student andapproved by the instructor. Based on an actual situation, each scenariodescribes an institution, user population, library resources, the politicalsituation, and the administrative set-up. The final term project will be adocument of 10-15 typewritten pages including a bibliography. Scenarios andterm project guidelines will be distributed on the first day of class. Termprojects are due in class on July 30.

E. Memo to AdministratorEach student will write a 1-2 page

in the scenario briefly delineating theprogram developed in the term project:Sample memos will be provided on July 2

memo to the administrator designatedrationale behind the instructioncosts, benefits, staffing, etc.

. Memos are due in class on July 18.

F. Oral PresentationEach student will give a ten-minute presentation on his/her bibliographic

instruction program developed for the scenario. Presentations will bescheduled on July 23 and July 25. Presentations will be videotaped by theOffice of Instructional Resources to provide students with individual feedbackon their presentation techniques.

G. ExaminationsThere will be no final examination.

IV. DUE DATES

July 2 (Week 3) : Midterm Essay

July 18 (Week 6): Memo to Administrator

July 23 and 25 (Week 7): Oral Presentation

July 30 (Week 8): Term Project

V. REQUIRED TEXTS

There are no required texts for this course. However, students are expectedto complete readings held on reserve at the Library and Information Science Library.

VI. GRADING CRITERIA

Classroom Participation 15%

Midterm Essay 15

Memo 15

Oral Presentation 15

Term Project 40

100%

4

-3-

COURSE OUTLINE

TUESDAY, JUNE 11

Introduction to course (requirements, syllabus, etc.)

Definition of library use instruction (also called bibliographic instructionor BI); rationale for and objective of BI; history and background, stateof the field; literature of BI; professional organizations.

Activity: Needs assessment of students in LIS 450AC

Required Readings for June 13:

(Background and History)

027.7093C686

027.7L6973#12

020.622SOL

027.6Se69

027.705JO

Hopkins, Frances L. "User Instruction in the College Library,"In College Librarianship (1981), pp. 173-204.

Keresztesi, Michael. "Bibliographic Instruction in the 1980's andBeyond," In Directions for the Decade (1981), pp. 41-49.

Kirk, Thomas. "Past, Present and Future ofSoutheastern Librarian 27 (Spring 1977)

Kirkendall, Carolyn A. and Carla J. Stoffle.Service Imperative for Libraries (1982)

Questioning Some Assumptions," Journal(November 1977), pp. 280 -283.

(Needs Assessment)

Library Instruction,", pp. 15-18.

"Instruction," In, pp. 42-93.

in Academic Libraries:of Academic Librarian-

025.56 American Library Association. Bibliographic Instruction HandbookAs78b (1979), pp. 9-18.

025.56 Beaubien, Anne K., Sharon A. Hogan, and Mary W. George. LearningB38Z the Library (1982), pp. 9-29.

027.7 University of Texas at Austin, General Libraries. A ComprehensiveT355c Program of User Education for General libraries (1977). (Skim)

THURSDAY, JUNE 13

Needs assessment: determining user needs; user surveys; interviews; question-naires; testing.

Results of LIS 450AC needs assessment survey

Activity: Assessing needs of diverse populations.

-4-


025.56 Beaubien, Anne. Learning the Library, pp. 31-44.B38e

371.3944 Mager, Robert F. Preparing Instructional Objectives (1975). (Skim)M27p1975

027.7 Whildin, Sara. "Planning a Library Instruction Program Based onL6973 Measurable Objectives," In Academic Library Instruction (1975),#5 pp. 13-21.

TUESDAY, JUNE 18

Goals and objectives; setting objectives; types of objectives; benefits ofobjectives; future of objectives.

Special presentation: ACRL BIS Taskforce on Objectives

Activity: Writing Instructional Objectives


027.2 Aluri, Rao and Mary Reichel. "Learning Theories and BibliographicL6973 Instruction," In Bibliographic Instruction and the Learning1114 Process (1984), pp. 15-27.

025.5605 Arp, Lori and Lizabeth Wilson. "Large Scale Bibliographic Instruc-

RE tion: The Illinois Experience--Library Instructor's View(Theoretical)," Research Strategies 2 (Winter 1984), pp. 16-22.

027.705 Frick, Elizabeth. "Information Structure and Bibliographic Instruc-JO tion," Journal of Academic Librarianship 1 (Sept. 1975),

pp. 12-14.

027.705 Kobelski, Pamela and Mary Reichel. "Conceptual Iramework forJO Bibliographic Instruction," Journal of Academic Librarianship 7

(May 1981), pp. 73-77.

025.5605 Oberman, Cerise. "Question Analyses and the Learning Cycle,"RE Research Strategies 1 (Winter 1983), pp. 22-27.

025.5206 Tuckett, Harold W. and Carla J. Stoffle. "Learning Theory and theRQ Self-Reliant Library User," Rg 24 (Fall 1984), pp. 58-66.

THURSDAY, JUNE 20

Concept learning; research problem analysis; search strategies.

Activity: Learning Game


025.56 Beaubien, Anne K. Learning the Library, pp. 45-64.

B38Z

028.7 Lubans, John. Educating the Library User (1974), pp. 254-336. (Skim)

L926e

378.05 MacG-egor, John and Raymond McInnis. "Integrating Classroom Inr_ruc-

JO tion and Library Research," Journal of Higher Education 48(Jan.-Feb. 1977), pp. 17-38.

025.560202 Renford, Beverly. Bibliographic Instruction: A Handbook (1980),

R293b pp. 43-71, 97-120, 164-178. kdkim)

TUESDAY, JUNE 25

Inztructional design; curricular materials; course integration; course-relatedinstruction; point-of-use instruction.

Midterm Essay Assignment will be distributed.


None

THURSDAY, JUNE 27 (Meet in Room 289 of the Undergraduate Library)

Curricular Fair; viewing and critiquing media programs; examination of samplehandouts; review of textbooks; etc.

Required Readings for July 2:

025.56 Beaubien, Anne K. Learning the Library, pp. 219-235.

B38.e.

027.7 Boisse, Joseph. "Library Instruction and Administration," InL6973 Putting Library Instruction in Its Place (1978), pp. 1-12.

#8

025.5605 Kohl, David. "Large Scale Bibliographic Instruction: the Illinois

RE Experience--Library Administrator's View," Research Strategies2 (Winter 1984), pp. 6-11.

020.5 Lynch, Beverly and Karen Seibert. "The Involvement of the Librarian

LIBT in the Total Educational Process," Library Trends 29 (Summer1980), pp. 127-138.

020.5 Miller, William. "What's Wrong with Reference?" American Libraries

AM 15 (May 1984), pp. 303-306, 321-322.

025.5605 Wilson, Lizabeth and Lori Arp. "Large Scale Bibliographic Instruc-

RE tion: The Illinois Experience--Library Instructor's View(Practical)," Research Strategies 2 (Winter 1984), pp. 23-32.

-6-

TUESDAY, JULY 2

Management and marketing of bibliographic instruction; politics, funding;report and memo preparation; accountability.

Sample memos will be distributed.

Preview of BI meetings an" programs at ALA Conference in Chicago, July 6-10,1985.

Midterm essay due in class.


None

THURSDAY, JULY 4: No Class (Holiday)

TUESDAY, JULY 8; No Class (ALA Meetings)

THURSDAY, JULY 11

ALA Conference debriefing

Midterm essays returned to students and discussion of assignment.

Special Presentation: Lecture/workshop presented by Priscilla Visek of theOffice of Instructional Resources on presentation skills.


025.36 ALA/ACRL/BIS. Evaluating Bibliographic Instruction (1983). (Skim)

Ev13

027.7

L6973#9

Kirkendall, Carolyn, ed. Improving Library Instruction (1979),

pp. 97-112.

020.5 Werking, Richard. "Evaluating Bibliographic Education: A Review

LIBT and Critique," Library Trends 29 (Summer 1980), pp. 153-172.

TUESDAY, JULY 16

Evaluation: techniques, uses, accountability.

Special Presentation: Evaluation techniques.

Required Readings for July 18: Will be announced as semester progresses. I

anticipate assigning four short readings.

-7--

THURSDAY, JULY 18

Special Presentation: Guest practitioners will present instruction programsdeveloped in diverse settings.

Memo to administrator due in class.


Classmates' Memos

TUESDAY, JULY 23

Oral presentations of student term projects. Videotaping by the Office ofInstructional Resources.


Classmates' Memos

THURSDAY, JULY 25

Oral presentations of student term projects. Videotaping by the Office ofInstructional Resources.

Required Reading for July 30:

020.5 Hogan, Sharon A. "Training and Education of Library InstructionLIBT Librarians," Library Trends 29 (Summer 1980), pp. 105-126.

TUESDAY, JULY 30

Wrap-up session.

Education for bibliographic instruction; history and future

Evaluation of LIS 450AC (ICES)

Term projects due in class.

LECTURE OUTLINE FOR LIS 450 ACFIRST CLASS MEETING

June 11. 1985

1. Welcome to the course

II. Introduction of SelfA. Academic PreparationB. York ExperienceC. Bibliographic Instruction Experience

1. First experience with teaching--disaster2. Roles at the Undergraduate Library (1980-85)3. Undergraduate Instructional Awards (82/83)

D. Interest in Education for Bibliographic Instruction1. Training of UGL librarians and graduate assistants2. personal lack of preparation when I started

E. ALISE Panel (January 1984, Washington, D.C.): Educationfor Bibliographic Instruction)1. Joint program of ACRL BIS Education for BI and

ALISE Teaching Methods2. Betsy Baker (Northwestern University), Chair3. Joseph Boisse (University of Calif. at Santa Bar-

bara), Administrator4. Ann Mathews (University of Denver), Educator5. Betsy Wilson (Undergraduate Library, University of

Illinois), Practitioner6. From this panel, Dean Charles Davis asked me to

teach a course in his library school ofbibliographic instruction

III. Why a Bibliographic Instruction CourseA. Mature fieldB. Job requirementsC. Skills not taught elsewhereD. Other institutions with such courses

1. U of Denver (closed)2. U of Chicago3. U of Wisconsin4. Syracuse5. U of Michigan (practicum-based)

E. Development of this course1. Syllabi project: ACRL BIS Education for BI2. Competencies statement

IV. Major Goals of the CourseA. Combine theory with practiceB. To provide a bridge between you coursework and possible

job settingsC. To exchange ideas, experiences, concerns, criticismD. To challenge you to add your input

V. Course LogisticsA. Tues., Thurs. 8-10 a.m.B. Format

1. First hour: lecture/directed discussion2. Second hour: Activity/group work 10

VI. Course DescriptionA. SyllabiB. Course objectivesC. Course requirementsD. Due datesE. Grading criteria

VII. Required ReadingsA. ImportanceB. On Reserve at the Library and Information Science LibraryC. Heavy reading the first week because reading for two

class periodsD. Uncataloged materials at desk

VIII. Scenarios

A. Review scenarios; sign up next weekB. Can design own based on a real situationC. Each scenario provides basic information

IX. History of Bibliographic Instruction (Overview)A. Short History of BI (Hopkins article good, as is Kirk's)

1. 19th Century: professionalization of research,diversification of curriculums, changes in teachingstyles

2. Turn-of-the-century: librarians make decision ofwhether to offer reference service or instructpatrons

a. Opt for reference because less staffneeded and not open to scrutiny of teachingfaculty

b. Teaching to find information considered"conservative"

c. Librarians finding the answers adoptedby most in the field

3. 20th Century: Sporatic attempts at bia. Branscomb's "Teaching with Books"b. Jesse Shera: librarian's not teachers

4. 1960's: Rebirth of instructiona. Influx of to date "untypical" students

into universities (non-tradit.onal)b. Humanizing of educational patterns: more

readings, less emphasis on one textc. Information explosiond. Reference service growse. Research papers

5. Landmark programs and namesa. UCLA: Workbook: Mimi Dudleyb. Monteith: Patricia Knappc. Earlham: Evan Farber and Thomas Kirkd. LOEX: Carolyn Kirkendalle. College of Charleston (U Minnesota): Cerise

Obermanf. University of Michigan: Anne Beaubien,

Sharon Hogan, Mary Georgeg. John Lubansh. Ohio State University: Virginia TiefelI. University of Illinois: Wilson and Lori

Arp

.1.i

3

6. Developments in medical librariesa. Mathieson Reportb. Information management

X. Profession?! Organizations (handout ALA copies)A. Association of College and Research Libraries, Biblio-

graphic Instruction SectionB. Library Instruction RoundtableC. State organizationsD. ALA committees in subject areas or specific to a toolE. Special Libraries AssociationF. Medical Libraries AssociationG. Conferences: LOEX, ALA, S.E. Conference on BI. state and

regional meetings and workshopsXI. Literature of the Field (handout the bibliography)

A. Extremely prolificB. ClearinghousesC. Presses: Boi er, Pierian Press, Mornhigside PressD. Journals: Journal of Academic Librarianship, Research

Strategies, Library Trends, C & RL, RO, etc.XII. Criticism of BI

A. William Katz (see Hopkins article)B. Topsy Smalley articleC. James Benson article

XIII. Classmate introductionsXIV. Needs Assessment Survey

A. Students fill out survey

Class 0:dineJune 13, 1985

Second Class MeetingLIS 450 ACBetsy Wilson

Announcements

1. Questions about the syllabus? assignments?

2. Problems w/ reserve readings?

Needs Assessment

I. Results of Class Survey (pass out)

II. Needs Assessment Simulation (pass out)

A. Purpose: to introduce you to 5 techniques of needs assessment(by all means not all)

B. Mechanics: count off in groups (1-5)

C. Directive1. Descrthe setting; directive-a Undergraduate Library2. Based on information given- what/who will se your target

group

D. Will spend 1st hour going over data.

E. Spokesperson for grouns will give a report on the technique, thedata given, what you ':ould distill from data, and your groups

recommendation for .;-.gc.t groups.

III. Need Assessment (Consumer survey, community analysis, finding out aboutyour user group, etc.)

A. Why this is important?1. Basic precept of all library service2. Basis on which co build program; a profile [market profile]3. Assumptions are not always true, preconceived notions

Examplesa. International Student

1. concept of access to information2. concept of public libraries

b. Specially admitted students1. oral traditions2. different learning practices

3. constant change in make-up4. Must be an on-going, dynamic

a. ESL student (changing composition)b. CHanges in high school preparationc. Familiarity with technology

B. Need Assessment provides basis for any instruction

1. External Needs Assessmenta. User Groups

Students, faculty, staff, patrons of public library,

patients in a nursing home (end user), invisible users (dial into LCS),etc.

.1"

1. Ways to assess needs of user groupsa. Literature search (in the broadcast sense)

1. Local or institutional sourcesAdmissions office, college catalogs, archives ofinstitution, invisible college, library use statistics(turnstile, circ info, reshelving patterns)

2. Published literatureThis is the area you should all feel expert in--go lookit up; library lit., e.ucation, subject areas relatedto user group, public relations, etc. Interdisciplinary

b. User SurveyProvides formalized data1. Construction of survey; what do you want to know; how

to ask questions; questions can he leading (assumptionsmay be inadvertently worked in)

2. Quantifiable data3. Example of user survey (Jon Lubans) Purple Book

c. Need for BIOnce you have identified group(s) and subsets of the group,you need to test or ascertain what they know, skill level,awareness levela. Test or quizb. In college setting, working with instructors for inputc. Subjective analysis; patterns from the reference desk;

repetition of questions

Internal AssessmentInstitution or Library

1. Resourcesa. Librarians (current responsibilities); administrative structureb. Support staff, including student assistantsc. Collection

1. Size (Comm. College - Danville: size too small)

2. Strengths (i.e. Bus. Seminars-if no sources available)

3. 'organization- decentralized; in storage; open, closed stacks

4. Ability to handle increased demanda. Issue of great concera in academic libraries;

if you make people more aware of resources,they might ase them; deterioration of collections

b. brings into question function of libraries;storehouse of information

c. Policies ihich might need revision; circulationpolicies

d. Teaching collections (duplication of materials)

e. Priorities - seasonal workers?d. Facilities and Equipment

1. Space (most libraries are not built with Instructionrooms; displace other areas; work in the library;remote instruction)

2. Equipment and suppll-a. Paper, duplic4:-io : i.e. 6500 copies of everythingb. Media for programs; hardware; dedicated equipmentc. CAI Equipment, time on computer

14

e. Budget1. Personnel2. Collection3. Operating Budget

2. Current situation; is any instruction being done;duplication of efforts, handouts, etc.

C. Analysis1. The data gathered from external and internal assessment should generate

a profile of the information needs of the community and the institution'sability to meet them

2. This profile is first step in program; keep administrators informedat every step

IV. Outline for Blackboard

A. External

1. Society

2. Community

3. Institution (company, system, university, school)

4. User (Faculty, Students, Employee, Public)

B. Internal (Library)

1. Resources

a. Staff

b. Collectionc. Facilities and Equipmentd. Budget

2. Current state of each

C. Methods of Gathering Data

1. Literature Search

a. Local and institutional sources1) Archives2) Collel;e catalogs

3) Statiotics4) Invisible Luilege

b. Published sources

2. Surveys

3. Observation: Interviews

4. Testing

15

Class OutlineJune 18, 1985

Third Class Meeting

Announcements

1. Term Project - go over2. Choice of scenarios (or own): Thursday in class turn in choice

3. Questions4. ACRL BIS Presentation - Thursday

Goals and Objectives

I. Field of education/psychology

A. BF Skinner (1968) BehavioralB. Objectives - statements that describe an instructional outcome

rather than a process or procedures (describes results)C. Field of Management (MBO)

II. Why goals and objectives?

A. For librarians:

1. Aids in selection and structuring of content2. Focuses material3. Training others (continuity)4. Justification to administrators5. Natural framework for evaluation6. Transfer to other situations7. Validation of program and bi to other librarians

B. For learners:

1. Gives direction2. Increases motivation because learner aware of expectations3. Focuses study time4. Allows learner to evaluate progress

C. For lib.and learner

1. On same wave length as to content2. On same wave length as to expectations

D. Obj must be written before content selected.

III. Session on Writing Objectives (Go over obi for session)

A. Three types of objectives (G/T/E or B)Ask for definitions

B. Enabling Objectives:

Four elements1. Actor/Learner2. Observable Behavior (Performance)3. Situation Statement (Conditions)4. Criterion Statement (Accept. Behavior: Speed, Accuracy, Quality)

IG

C. Pitfalls of Writing Objectives

I. False performance

a. have an understanding of lib scienceb. Demonstrate a compreh. of Dewey Decimal

2. False Givens (describes something other than what the learnerwill have

a. Given adequate practice in...b. Given that the student has worked at ref desk

3. Jibberish-Verbiage

4. Instructor Performance

a. Keep the learner the subject

5. False Criteria

6. Weak Verbs

D. After groups report on their individual exercises, discuss how youtell you have developed good objectives? Five ways:

1. Do the obj. indicate learning outcomes that are appropriate?2. Do the obj. represent all logical learning outcomes?

comprehensiveness and representativesness of the list ofof objectives

3. Are the obj. attainable by these particular students/users?needs assessment will help with this; background, previousexperience

4. Are the obj. in harmony with the philosophy of the institution/library?

5. Are the obj. in harmony with basic principles of learning:Readiness of student (is student capable of attaining theseparticular outcomes

Motivation (is learner concerned with these, needs assessmentonce again will help this)

Retention; do obj. reflect outcomes which tend to be retained

Transfer Value; do obj. reflect learning outcomes which areapplicable to other situations.

E. The best goals and objectives

1. are written2. are to the point3. communicate intend4. are measurable

F. Presentation next session by Lori Arp on objectives

1. Arp presently the chair of the ACRL BIS Taskforce to revise model

statement of goals and objectives.

17

I

LIS 450 ACClass OutlineJune 20, 1985

FOURTH CLASS MEETING

I. Announcements

A. Pass around sheet for scenario signupB. Structure today: 1st hr/Learning Theories and impact on BI;

2nd - Lori: Taskforce cn Objectives

Learning Theories and Impact on BI

I. Learning - What is it?

A. Standard definition: L is relatively permanent change in a person'sknowledge or behavior due to experience

1. Duration of change long-term2. The change is in the content and structure of knowledge in

memiry or the behavior of the learner3. The cause of the exchange is the learner's experience in the

environment rather than fatigue, motivation, drugs, physicalcondition, or physiological intervention.

B. Learning process consists of three parts:

1. Acquisition2. Assimilation3. Consolidation

C. Two Schools of Thought: Behaviorist and Cognitiveresponse proceeds / stimulus proceedsstimulus operant / response classical

1. Behaviorist (Skinner, Pavlov)

a. All knowledge is derived from sensory experienceb. All knowledge/ideas can be broken down into simpler basic unitsc. Ideas formed by assoc. of experiences occuring closely togetherd. The mind is a blank slate on which new experiences recorded

(Reductionism)

2. Cognitive

a. Assumes presense of mind responsible for learning (innatestructure and organiz,properties)

b. Holistic - Whole is greater than sum of partsc. Mind endowed w/ a structure - called a cognitive structure

(inborn capabilities and limitations)d. Cognitives maintain learning is best facilitated when learner

has an understanding of task to be learned (helps w/ transfer)e. Cognitivists believe learning influenced by

1. What and how well learner already knows2. If learning related to learner's existing knowledge

f. Cognitivists suggest that learning can be enhanced

1. General to specific ideas2. Connections between old and new material drawn3. Logical sequence4. Introduced to new material only after mastering previous

D. Impact on BI

1. BehaviorialA. ObjectivesB. Work booksC. Objective testsD. Specific institution

2. CognitiveA. Systematic Lit. SearchingB. Conceptual FrameworksC. Question AnalysisD. Learning CycleE. Hierarchical Structure of Information

3. To date, bi focused on behavioral. W'

a. Easier to teach?b. Easier to measure?c. Way we were taught in ref. coursesd. Teach what we know - concrete; inability to abstracte. Misunderstanding in one field; strceture of information;

articulation of research process

II. What factors to take in consideration about how people learn

A. Heterogeneous1. Cultural differences in learning styles2. Language differences3. Intelligence levels

B. Cognitive Development1. Prior knowledge (schemata theory)2. Age

C. Learning Environment/Physical; Psychological Impact1. Hostile2. Friendly

D. Mode of instruction1. Print2. Lecture3. Visuals4. Hands-on/Observation5. Provide as many types appropriate or possible

E. Time of Instruction (Time of need)1. Motivation2. Mastery of previous mats3. Point of use, course integrated, course - related

19

VI. What do we teach Behaviorist: Objectives; workbooks (self paced-observable change)

A. Tool or institution specific information1. Basic component of lib. instruction - tours -- institutional

specifics (won't transfer to other libraries); proceduresat a certain library; how to read a card catalog card (does

not transfer); Serial Record (unique to UIUC): lists of tools

in research guides (OED, Essay and Gen. Literature Index);changing nature of tool specific

B. Conceptural frameworks. framework of general principles of library science

I. Advance organizers: schemata theory

2. Reasons for teaching conceptual frameworks:

a. Learner can generalizeb. Worth knowing; can be used later

c. Easier to remember; transferabilityd. Organizing principle for instruction

C. Kobelski and Reichel: Seven conceptual frameworks:

I. Type of reference tool (studying Lit of Field)

2. Systematic literature searching3. Form of publication (Nature and access tools)

4. Primary/secondary sources5. Publication Sequence (Good for structure of indexes)

6. Citation Patterns (Illustrates nature of research)

. Index structures

Have class suggest situations when these could be used?other conceptual frameworks

Primary purpose of using frameworks is to use the fundamental principles of

librarianship and bibliographic organization in a manner which clarifies and

simplifies the material and yet intrigues students.

D. Oberman: Question analysis through learning cycle. (cognitive process);

leads to transference

I. Recognition of research problem2. Scope of topic: geography, time period, interest groups;

implications (i.e. economic, psychological, etc.)

3. Fields of study must be identified

4. Reformulation of the research problem

5. Failure to reason abstractly prevents concept transference

6. Oberman suggests the learning cycle

a. Exploration (Acquisition)

b. Invention (Assimilation)

c. Application (Consolidation)

E. Arp/WilsonI. Research strategy (cognitibe process) which recognizes the

hierarchical structure of information ; organizing principle

of information and libraries)2. Hierarchical structure allows for a conceptual framework

20

3. Three questions:a. Subjectb. Kind of informationc. Timeframe involved

4. Allows for manipulation; transferable to any time or place;automation included.

VIII. Summary

A. Role for behavioral and cognitive in bi; sophistication of bi:tool and inst. specific to conceptual frameworks

B. Dissention on what conceptual frameworks to use; no concensus;structure of information is what we have to offer.

C. Different learning styles; times; needs

June 25, 1985LIS 450 AC

FIFTH CLASS MEETING

I. Announcements

A. ALA Preview PartyB. Thursday: 289 Undergrad. LibraryC. Sample Scenarios on ReserveD. Todays Objectives:

1. Finish up Thursday's lecture2. Modes of Instruction: Components, Instructional formats3. Midterm Essay

II. Learning

A. BehavioralB. CognitiveC. Factors

1. Heterogeneous2. Cognitive Development3. Learning Environment4. Mode5. Time of Instruction

D. What do we teach (see June 20th outline)

1. Tool or Info-Specific2. Conceptual Frameworks (7)3. Question analysis4. Arp/Wilson

III. Modes of Instruction

A. Credit courses

B. Course-related

C. Course-integrated

D. Point of Use (print or non-print)

E. Programmed Instruction (workbook, CAI)

F. Seminars

G. One-to-one (i.e. Term paper clinics, reference services)

IV. Components

A. Tours

B. Lecture (one-hour stand)

C. Lecture/discussion

D. Hands-on (usually held in library)

V. Instructional Formats (one size doesn't fit all)

A. Printed Materials1. General guides

2. Subject guides

3. Path finders

4. Bibliographies

5. Maps

6. Research Guides

B. Non-print materials (a-v)I. Transparencies

2. Slide-tape

3. Audio tapes

4. Videotapes/videocassettes/videodiscs

C. Computers (software)I. Plato lessons

2. PC software

23

PROS

Formal Course

permits detailed discussion of tools,strategy, library, etc

evaluation easily incorporatedcan be tailored to needsteam teaching possiblelibrarian visible in acad. comm.level of sophisticationeasily adjustedallows more than 1 or 2 hours

Course-Related

can be given when neededflexible after initial preparationcorrelated to student's needsbuilds strong relationship with

course instructorwider audience than credit course

Course-Integrated

given at student's time of needrelevent to needspart of requirementstudent work directly related to course

workrequired productshows student how info skills are part

of educational effortknow assignments--can be prepered

(i.e. acquisitions, etc.)

Point of Use

available when and where neededreach wide audiencecan be re-read/repeated as often as

neededsaves staff time after initial developmentcommercially availablehelpful to patrons who won't or don't ask

for help

don't need bureaucratic approval

Programmed Instruction

own pace and convenienceimmediate reinforcementwide audiencecan teach strategy or specific tool

CONS

limited audiencetime consumingrequired classroom/schedulingcurriculum approvalinvolves significant admin. support

(political and financial)arbitrary assignments (should b.i.

be incorporated throughout curr)most are elective (small percentage

reached)too patterned after lib. science courses

need faculty cooperationevaluation may depend on teaching

facultynot always relevent to student's needs

time consuming to init'ateconstant communicationsyllabus changes may acutely affect

the library

difficult to be detailed and conciseupdating constantdo not teach strategies or conceptsdifficult to evaluateno personal contactav--some people intimidatedused in conjunction w/other forms

user must be motivatedmust be updatedtools containing answers will have

undue demand (added copy)

24

can involve unique sets of questionscommercially availableevaluation built inincrementalsupplements one to one

Seminars (single lecture)

can be given when neededpersonal interaction

One-to One (Term Paper Clinics, Reference)

individualizedpersonal contactinstant feedbackno special equipment

Components

1. Tours

orientationwide audienceexc-llent prpersonal contactusually voluntary1st impression

2. Lecture (one-hour stand)

3. Lecture/discussion

involves studentfeedbackcan reinforce ideas

4. Hands-On

good way to learn processconcrete to abstractevaluation easy

time consuming to preparefor CAI: expensive

down timeprogrammingconcepts?

no human present

initial preparation requires timefeedback to students hard

most time consuming of alllimited audienceuser may not ask for helpnot cost efZecLiveburn-out

hard to instructdisruptions - library patrons complainfatiguestudent cautledrives

d.iveloping repoire in short timedemands discussion skills

supervisiondirection necessarydemands individual instruction

25

This classnumeroustours. Ational mself-qui

advantag

LECTURE OUTLINELIS 450 ACJune 27, 1'il5

SIXTH CLASS MEETING

period was deemed a curricular fair. Students viewedideotapes, slide-tape presentation, and listened to audio

dditionally, students c.lamined a myriad of print instruc-aterials including brochure, research guides, worksheets,ded tours, etc. Students discussed the instructionales and disadvantages of each format.

2 6BEST COPY AVAILABLE

CLASS OUTLINELIS 450 AC

Seventh Class Meeting

July 2, 1985

I. AnnouncementsA. ScenariosB. Collect Midterm Essays

Todays Agenda1. Finish discussion of curricular materials2. Begin Administration and Management of BI

II. Finish curricular materials (go to June 25th outline)

Adminivcration and Management of Instruction

III. Organization of institutionA. University or college setting

1. Board of Trustees2. University administration

a. President/chancellorb. Vice chancellor/pre, tents

c. Schools/colleges (Deans)d. Departments (Heads, chairs)

3. Teaching Facultya. Full professorsb. Associate professorsc. Assistant professorsd. Instructorse. Teaching assistants

4. Library Administrationa. Director/Deanb. Faculty status ?c. Departmental heads

5. Peerslibrcrians6. Support staff7. Students

a. Graduateb. Undergraduate

B. Schools1. The Public/ taxpayers2. School board3. Administration

a. Superintendentb. Assistant Superintendentc. Principal

4. Curriculum Committee5. Department heath,

6. Teachers/librarian7. Aids

8. StudentsC. Public libraries

1. Library Board2. Library Director3. Department heads4. Librarians (peers)5. Clientel 27

2

D. Special Libiaries1. Director or president of firm2. Direct supervisor3. Librarians (peers)4. Users (professionals)

E. Examination of institutional structure1. Who makes priorities id decisions ?2. Who makes staffing decisions ?3. Who determines budgets ?4. Who controls curriculum decisions or programs ?

IV. Organization of Bibliographic Instruction ResponsibilityA. Separate Department

1. Unusual2. Concentration possible on work3. Visibility4. However, not holistic5. Isolated

B. Reference Unit responsible1. Variety of work2. Needs aLsessment easier3. Overwork; confusion of priorities4. Possibly wide support

C. Subj'i.ct specialists responsible

1. Natural extension of subject expertise2. Job satisfaction increases3. May be lacking in teaching experience

D. Technical service staffE. Media staff: Learning CenterF. System-wide coordinator

1. Oversees and coordinates2. Serves as administrative contact

CLASS OUTLINELIS 450 AC

July 11, 1985

EIGHTH CLASS MEETING

I. Annou cementsA. Memos due next Thursday (7/18)B. Midterm Result( (15% of grade)

1. Pleased with results2. Almost all full-filled requirements3. What I looked for:

a. Logical developmentb. Conceptual frameworks (Kobelski,

Reichel, Smalley, Tuckett, Stoffle)c. Evaluation of information (Oberman, Frick)d. Structure of information (Frick, Wilson/

Arp, McInnis)e. Cognitive (Oberman, Wilson/Arp, Tuckett,

Stoffle)f. Transferrance of knowledge

4. Grade breakdown (16 essays)a. 2 Ab. 7 A-c. 3 B+d. 4 B

C. Continue with administration and management of libraryinstruction for first hour

D. Presentation on presentations second hourII. Staffing for instruction programs

A. Existing staffB. Recruitment of new staffC. Volunteer staff (from technical services ?)D. Issues involved in staffing

1. Education and traininga. Most librarians have no trainingb. Continuing educationc. On-site training

2. Impact on support staffa. Clerical work increasesb. Redirection of prioritiesc. Automation

III. BudgetA. Important to get a budget

1. Budget line2. Avoid soft money3. Integrate bi into operating budget

B. Outside funding1. Matching funds2. Grants3. Pitfalls of soft money

C. Convincing those who control budget that bi is important1. Through accountability/statistics2. Through notoreity3. Through grants, awards, pr4. Through letters of support

23

2

IV. Documentation (the important paper trail)A. Function

1. Accountability2. Communication3. Continuity4. History

B. Forms1. Annual reports2. Memos3. Summary statistical reports

V. Accountability and supportA. Evaluation (will discu3s in two weeks)B. Support needed

1. Students2. Teaching faculty3. Administration, Library4. University administration

VI. Examples of Administrative Set-ups of BI ProgramsA. Monteith

1. Decline of administrative support2. Program lasted 1-2 years

B. Sangamon State1. First president committed to teaching library2. Library focus of campus3. Librarians as teachers4. New president who wasn't committed; demise

C. University of Wisconsin--Parkside

1. Chancellor introduced program during curriculumreview

2. Librarians involved in campus-wide planning3. Program enjoyed grassroots growth4. Course-integrated5. Even though founding personalities no longer

there (Stoffle, Boisse), program flourishesD. Earlham, Richmond, Indiana

1. Grassroots2. Librarian-faculty partnership3. Course-integrated4. When vital personnel left (Kirk), program still

flourishesE. University of Michigan

1. Small program2. Graduate level3. Dependant on three personalities4. When three personalities left, program disappeared

PRESENTATION ON PRESENTATIONSPriscil:a VisekEducational SpecialistOffice of Instruational Resources

I. Lecture Mode

A. Formal lectures1. Teacher centered2. Impersonal3. Large Audience4. Structured

30

3

5. Rehearsed6. Natural Conversational

B. Informal lectures1. Teacher-based2. Interactive

C. Advantages

1. Efficient for large numbers2. Dissemination of not readily available material3. Instructor in control4. Can be inspiring5. Supplements readings/labs6. Accomodates certain learning styles7. Can be learned, rehearsed and perfected

D. Disadvantages1. Instructor lust do all preparation2. Requires a multitude of skills3. Inappropriate for complex skill learning4. Fosters student passiveness5. Difficult to assess student progress6. Doesn't accomodate all learning styles7. Minimal learning in all areas

II. General plan for lectures1. Plan

2. Link presentations in some _ay3. Work from general to specifics4. Instructional object!ves

III. Lecture structureA. Introduction

1. Write out

2. Establishes common around3. Captures attention4. Outlines what is to be covered5. Relate coverage to entire course6. Leads into lesson

B. Body1. Intellectual content

C. Closure1. Summary

a. Don't introduce any new ideas hereb. Can put on teaser

2. Motivates3. A closure (this is the end)

IV. Physical aspects of presentationA. Posture: wear comfortable shoes; women tend to rock

on high heelsB. Note bothersome mannerismsC. Gesture: make big gesture; people tend to gesture from

elbows outD. Eye contacE. Coordinate gestures with contentF. Voice

1. Pitch; most of us use higher pitch than is pleasant2. Pattern of speech3. Men tend to be less expressive but lower pitch4. Women are more expressive but higher pitch5. Watch voice mannerisms (ok, uh huh)

V. Building enthusiasm for presentingA. Brisk walk 3 I

B. Talk out loudC. Deep breaths

VI. If you are too excited or nervousA. Warm bath or showerB. Slow walk with a friendC. SingD. LaughE. Deep breeths

VII. You control:A. PresenterB. AudienceC. Content

32

4

LECTURE OUTLINELIS 450 AC

July 16, 1985

NINTH CLASS MEETING

I. AnnouncementsA. Memos due ThursdayB. Guest Practitioners ThursdayC. July 23 and 25 Student Presentations

1. Presentations will be 10 minutes2. Presentations will be videotaped

D. Schedule for viewing videotapesE. Sign-up for presentationsF. Memos will be in student boxes by FriaayG. Guest visiting today from Lyon, France

1. Arlette TappazH. Todays's agenda

1. Evaluation of bibliographic instruction2. David King, authority on bi evaluation

33

EVALUATION OF BIBLIOGRAPHICINSTRUCTION PROGRAMS

I. Principles of evaluationA. What is evaluation?

1. Informal evaluation2. Formal evaluation

B. Why evaluate?1. Research2. Accountability3. Decisionmaking

C. Types of evaluation1. Formative evrAuation2. Summative evaluation

D. Objects of evaluation1. Program elements

a. Instructional methodsb. Educational materialsc. Clienteled. Teaching

2. Program as a wholeE. Approaches to evaluation

1. The "planning" approacha. Effectivenessb. Efficiency

2. The "open systems" approacha. Worthb. Merit

F. Goals and objectives in evaluation1. Measuring intended results

a. Cognitiveb. Affective

2. Setting standards and criteriaG. Beyond goals and objectives

1. Limits of goals and objectives2. "True evaluation" vs "quasi - 'valuation"

II. Methods and toolsA. Testing

1. "Pencil and paper" tests2. Performance testing

B. Questionnaires1. Written2. Interview

C. Product analysis1. Biblioanalysis2. Achievement

D. Use and user studies1. Obtrusive2. Unobtrusive

III. Research designsA. Non-experimental designB. Quasi-experimental designsC. Experimental designs

IV. Using evaluationA. Planning for evaluationB. Applying the results

34

University of Illinois at Urbana-ChampaignUNIVERSITY LIBRARY Urbana, Illinois 61801

To: Leslie Edmonds, David King, Lori Arp, Jane Pinkston, and Pat HarperFrom: Betsy WilsonDate: July 11, 1985

Re: Presentations for Library and Information Science 450AC

Thank you for agreeing to speak to my class "Library Use Instruction" onThursday, July 18 from 8-10 a.m. in room 305 of Gregory Hall. I appreciateyou taking the timeto share your instruction experience with the students.

I have gathered five practitioners to talk to the class. Pat and Jane willdo a joint presentation, so there are four distinct components to thepanel. Each component will be allotted twenty minutes with five minutesfollowing each talk for questions. The proposed order of presenters is:

1. Leslie Edmonds (Youth and bibliographic instruction)

2. Pat Harper and Jane Pinkston (Public library instruction)

3. Lori Arp (Academic libraries and instruction)

4. David King (Instruction for professionals)

There are 19 students in the class. I have enclosed a survey of the class,so you will have some feel for your audience. I have also enclosed the syllabusand scenarios for the term project so you will be better able to gauge yourpresentation to the class' interests.

If you have any questions, please call me at 333-1031. I look forward to aninspiring two hours. Thank you.

University of Illinoisat Urbana-Champaign

UNIVERSITY LIBRARY

Undergraduate Library

Undergraduate Library Building1402 West Gregory DriveUrbanaMinas 61801

LIS 450 ACPRESENTATION SCHEDULE

217 333-1031

Betsy Wilson Summer 1985

Presentations on Tuesday, July 23, 1983

1. Mark Baker (Reader's Guide in the Corn-Field)2. Susan Pellant (Music for the Community)3. Tony Stukel (6: High Tech Access)4. Kuo-ping Hsieh (#10: Gearing up for Graduates)5. Faith Fleming (116: The Collegiate Model Modified)6. Kris Szymborski (16: The Collegiate Model)

Presentations on Thursday, July 25, 1985

1. James Johnson (415: High Tech Access)2. Cheryl Boettcher (Taking Care of Business)3. Yoshiko Ishii (117: Internationalizing the Library)4. Charlene Schults (#2: Going Online Modified)5. James Ying-fung Loh OM Internationalizing the Library)6. Kwasi Sarkodie-Mensah Internationalizing the. Library)

7. Valerie Jester (15: Pathological Instruction)8. Leslie Croce (118: High School Hordes)

Lecture OutlineLIS 450 AC

July 30, 1985CLASS MEETING THIRTEEN

I. Announcements

A. Comments on PresentationsB. Term Projects DueC. Agenda today

1. Educ. for BI2. Wrap-Up Session3. Evaluation of course

II. Education for Bibliographic Instruction

A. Dilemma of how to prepare librarians and students for job requirements.(analogous to automation)1. Library schools have responded:

a. Mini coursesb. Full coursesc. Under ref coursesd. Integrated into coursese. No attention

B. But courses, etc. have been long in coming

C. Demands of practioners - early 70's1. 1st seen in continuing educ programs

a. 1967 ALA - Instruction in Use of Librariesb. 1971 ACRL Ad Hoc on BI

1972 LOEX Foundedd. 1977 BIS (Full Section)

1. Educ. BI

2. Pre Conferences/Special Coursee. 1975: Regional BI Conferencesf. By 1970 20 Clearinghouses

2. Continuing Education: by practitioners for practionersa. Programsb. Conferencesc. Clearinghouse Workshops

3. Late 70's - Lib Schools began offering workshops4. Earlham College (1979f) Conference

D. Continuing education not Enough1. Practitioners began expecting lib schools to prepare students:

when they weren'ta. In-house trainingb. Lib Schools reluctant to teach (column 1976)

1. a fad, a trend?

2, even if important, how to train; what to give up3. no instructors availabe - deans perceive no interest

E. Problems with Continuing Education1. If it isn't important enough for Lib School, not important?2. Quality of educ. - inconsistent3. No continuity / guidelines4. lime of need

F. Think Tank 1981: Read Quote1. BIS Educ for BI

a. ALISE programb. Syllabi Project - LOEXc. Proficienciesd. Member from ALISE on BIS committee

2. Dissemination of Researet, Areas

G. Present State1. Courses taught by practitioners2. When practitioners get PhD's and move to teaching; or PhD students

in BI3. Since BI in experimental period/5 years4. Practioner/indcpendent study option5. As the theory, literature grows, so will of courses and emphasis//

same as reference courses

H. My personal Recomm.mdations:1. See article

III. Class Wrap-up

A. Summary of Content1. Needs assessment - ongoing, dynamic2. Goals and objectives3. Learning styles4. Information, dissemination, storage, retrieval and impact for patrons

and learners5. Instructional and curricular design6. Management of BI:

PersonnelDecisionmakingBudgetsDocumentation and Accountability

7. Presentation Techniques8. Evaluation Techniques

B. Simulation of Field Work:1. Editorial Response2. Memo to Adminstration3. Presentation/Videotaping4. Term Project-Scenarios5. Special Presentations

C. Course objectives1. Appreciate role and impact of bi2. Distinguish different bi modes3. Design, implement and evaluate4. Iden'ily approp. literature and recognize relevant professional

organizations.

33

D. Advice for your future in BI:

1. Don't underestimate your ability to do research (publ. and invisiblecollege)

2. Long process-patience; change slow3. [Pilot projects] Skills and understanding will improve4. Personality important5. Communication constant6. You've met several persons involved in bi - don't be afraid to call

them; seek out your colleaguer.,

7. I expect to see publications!8. Never stop attending conferences, workshops. Now continuing education

important!!

E. Grade Updates1. Pass out sheets2. Term Projects3. Send around sheet for mailing addresses

IV. ICES EVALUATION (Course Evaluation)

1. Instructions2. Volunteers to collect

33


Urbana-Champaign


Student's Name:


NEEDS ASSESSMENT SURVEY

1. Why did you enroll in this course?

2. What is your definition of bibliographic instruction (library useinstruction)?

3. Do you have any previous experience in bibliographic instruction?

4. Do you have any experience with reference work? (i.e., coursework,staffing a reference or information desk)

5. Have you ever taught? (not necessarily library theory/skills)

40

6. What is your academic preparation? (i.e., undergraduate concentration,graduate study, etc.)

7. What type of job are you looking for after you graduate from GSLIS?

8. What do yon expect to learn from this class?



Urbana-Champaign

Scenarios for Term Project

Libra: ' Use Instruction

Summer 1985

Choose one of the scenarios presented below and develop your term project basedon the information in the scenario. You nay choose to work individually orconsult with other students who have chosen the same scenario, but each studentmust submit his or her individual term project on July 30. For a suggestedoutline of what to include in your term project, please refer to the attachedterm project guidelines.

Scenarios

l. Special Options2. Going On -Lime3. Pathological Instruction4. Laboratory for the Gifted5. High Tech Access6. The Collegiate Model7. Internationalizing the Library8. High School Hoards9. Playing the Stock Market10. Gearing up for Graduates

Scenario 1: Special Options

Description of the Envi:onment:

A. Institutional Setting: Large state-supported university; emphasis onresearch; programs particularly strong it engineering, physics,business, agriculture, and sport sciences.

B. Library facilities and personnel: Third largest academic library inUSA; 6.5 million volumes; 93,913 serial subscriptions; decentralizedlibrary system with over 37 departmental libraries; automated circula-

tion system; 120 librarians; 400 support staff; librarians have facultystatus.

C. Student Population: 35,152 students (total); 26,597 undergraduates;selective admission (average ACT is 27.5, national average is 18);4% undergrads are minorities; 1% of students are foreign na .,nals.

D. Faculty: 2,796 faculty members; 75% have doctorates; emphasis onresearch and pubr.cation; graduate assistants teach some undergraduatecourses.

ti

Directive:

-2-

You are working as one of five assistant librarians in the undergraduate

library (200,000 volumes) and have been asked by your supervisor (the head ofthe undergraduate library) to develop an instruction program for Special Optionstudents. Special Option students have beer srccially admitted into the uni-versity based on their "contribution to the cultural diversity of the institu-tion." The average ACT is 18. Most are on athletic scholarships and havedemanding school and practice schedules. About 1/3 are transfer students fromjunior colleges while the remainder are freshmen. All are considered to bebasic or developmental writers. You are to work oath students enrolled in atwo semester English composition sequence; during the second semester thestudents complete a research paper. There are four sections with 12 to 15students in each :lass.

You will be coordinating your plans with the director of Special Options,member of the English faculty. He may need a bit of convincing as to the

alue of library instruction, but he's open to new ideas. The head of theundergraduate library has given you no personnel to help you implement the pro-gram, but may be talked into allowing a graduate assistant to help you if youcan justify it.

A. ess your memo to the head of the undergraduate library.

Scenario 2: Going On-Line

Description of the Environment:

A. Institutional Setting: Medium-sized private university; emphasis onresearch as well as undergraduate education; programs particularlystrong in economics, psychology, journalism, languages, theater, music,astronomy, and anthropology.

B. Library facilities and personnel: 2.8 million volumes; 31,375 serialsubscription,-; one main library with three branch libraries (tech,music, art); on-line catalog and automated circulation system; 40

librarians and 100 support staff; librarians do not have faculty status.C. Student Population: 15,261 (total); 6,624 undergraduates; average

composite ACT 1200 (national average 800); 8% of undergrads areminorities; 1% are foreign nationals; very competitive admissions.

D. Faculty: 1,704 faculty; 90% have doctorates; graduate assistantsteach a few undergraduate courses.

Directive:

You are one of eight librarians in the reference department. The head ofthe department has asked you to develop a comprehensive user education programwhich orients and instructs students and faculty in the new on-line catalog. Inaddition to patron instruction, he has asked you to outline a promotional campaignto announce the on-line catalog which will contain bibliographic records for allitems catalog.d since 1974. The paper card catalog will not be added to fromthis point forward. Your supervisor warns you that many of the senior facultymembers are vehemently opposed to the on-line catalog. Although you are toinvolve the other refereace librarians in the! implementativl of the program,you may also involve the four para-professiouals who are employzd in the refer-

43

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ence department in carrying out the program. Two of the other referencelibrarians are very uncomfortable talking in front of large groups.

Address your memo to the head of the reference department.

Scenario 3: Pathological Instruction


A. Institutional Setting: Medical college in the context of a largestate-supported university. Comprised of six semi-autonomous schoolsof medicine, each of which offers a particular type of curriculum.Emphasis on research, graduate-level teaching and patient care.

B. Library Facilities and Personnel: Large medical library; 450,000volumes and 6,000 serial titles: 6,000 on-line searches annually;library also functions as the regional medical library serving aten-state region; 35 librarians; 95 support staff; librarians havefaculty status.

C. Student Population: Primary: 5,000 (total) of which 2,500 aregraduate or professional students. The undergraduates are upperclass-men, already specializing in a health care field. Secondary: 35,000from throughout the ten state region who have access to t'la libraryand its services.

D. Faculty Population: Primary: 3,000 faculty involved in research,teaching and patient care. Many have private practices, are onhospital staffs or members clinics in addition to teaching at theschool. Secondary: 100,000 faculty and health care professionalsinvolved in research, teacctag and patient care throughout the ten-state region. Soma Are affiliated with area hospitals, veteranhospitals, national health organizations, the state department ofhealth, racing boards, or allied professions.

Directive:

You are the coordinator for user education in the College of MedicineLibrary. You are also one of six librarians in the reference department. Youare responsible for the overall planning, implementation, and evaluation oforientation and instruction programs. Each reference librarian is responsiblefor instruction liaison with several of the 26 departments in the college (i.e.nursing science, pharmacy, pathology, surgery, etc.), but you are ultimatelyresponsible for all instruction programs.

Your supervisor, the head of the reference department, wants you to developa model outreach/orientation program for the Department of Pathology which willbe used to design programs for other departments. You are to direct your effortstoward the teaching faculty and the staff involved in patient care. Your super-visor is particularly interested in improving relations with the department,accessing their research and professional needs, and marketing on-line searchservices. Your past experience with this particular group has made you wellaware of their heavy patient care and research demands as well as their needfor very current, abstracted, and precise information.

Address your memo to head of reference department.

44

-4-

Scenario 4: Laboratory for the Gifted


A. Institutional Setting; Combined junior and senior high school (grades7 through 12); school funded and administered by the College of Educationat a large state-supported university; school functions as an educationallaboratory for the university.

B. Library facilities and personnel: school library is part of largeuniversity library system; 25,000 volumes; 50 magazine subscriptionson microfilm; students have borrowing privileges at the universitylibraries; one librarian, 1/2 time graduate assistant,. and one supportstaff member.

C. Student Population: 210 total (35 in each clqss); highly competitiveadmissions; 33% of graduating seniors are National Merit Semi-Finalists;99.9% go to college; majority of the students are considered academicallygifted.

D. Faculty Population: 25; 50% are Ph.D. students in the College ofEducation; emphasis on testing new and innovative teaching andeducational techniques.

Directive:

You are the only librarian in the school library and have been in theposition -!or a little over six months. You feel very strongly that library andresearch skills should be part of every student's general education. In fact,you have always considered yourself a teacher-librarian. Unfortunately, yourpredecessor did not share your philosophies, so there is nc existing instructionprogram. You are set on developing and implementing a course-integrated instruc-tion program for grades 7 through 12.

You are a member of the curriculum committee szi are well acquainted withthe educational aims of the school as well as its course structure. All studentstake English composition and literature courses each year as well as core coursesin the pure and applied sciences and social sciences.

You are concerned that frequent teacher turn-over may cause some continuityproblems when you implement your plan. Incidentally, many of the teachers haveone semester appointments as part of their student training in the College ofEducation. You are also fearful that the students are more computer literatethan you are. Many have personal computers at home and are enthralled by theircapabilities.

You have always prided yourself on your high energy level--you'll need allthe energy you can garner.

Address your memo to members of the curriculum committee.

Scenario 5: High Tech Access


A. Institutiona: Setting: large multi-national corporation headquarters,major product line is computers, particularly personal computers; devel-oping software also; rapid growth company in volatile market; corporationmanagement rewards innovation and creative thinking; promotion fromwithin; the headquarter complex includes five separate buildings (engi-neering, assembly, service and quality control, marketing, and management)located in a park setting.

45

-5-

B. Library facilities and personnel: Corporate library located in thebuilding housing the management staff. 100 reference volumes; 150technical and management journals; 1,000 plus in-house technicalreports; 10,000 drawings and blueprints; large microfiche collectionof government regulations and engineering standards; on-line searchingcapabilities; same day document delivery service contracted through alarge university library located twenty miles away; two librarians andtwo support staff; library staff reports to the director of researchand development.

C. User population: 4,500 employees located at the corporate headquarters;heavy users of the library's services are the 300 engineers and computerscientists on staff, the engineers and computer scientists often needinstant answers, immediate on-line searches, and documents on demand.

D. Faculty population: not applicable.

Directive:

You are the assistant librarian in the corporate library. One of your mainresponsibilities is conducting the 300 annual on-line database searches for theresearch and development division of the engineering department which is com-prised of over 100 engineers and computer scientists. Hoping to provide betterservice to the department (and maybe be rewarded for your creativity) you thinkthat the engineers and computer scientists would be better served if they didtheir own on-line searching. After all, there are plenty of terminals distributedthroughout the buildings. If you need any more, you could simply pull one offof the assembly line. Money is no object as long as the money spent saves timeand improves the company's product.

The head of the library is dubious about your idea to train the engineersin on-line searching. She is fearful of losing her job because there will benothing for her to do. You feel her fears are unfounded but must be sensitiveto her insecurities. You feel that training emplf.yees in end user searchin; willfree up the librarians to expand information services.

Address your memo to the head of the library.

Scenario 6: The Collegiate Model


A. Institutional Setting: Small private liberal arts college located incommunity of 40,000; emphasis is on undergraduate education and teaching;programs particularly strong in biology, political science, and psychology;strong tradition of librarian/teaching faculty cooperation.

B. Library facilities an personnel: 263,000 volumes; 1,500 serial subscrip-tions; heavy use of interlibrary loan services; 8 librarians; 15 supportstaff members; librarians have faculty status.

C. Student population: 1,118 students; all are undergraduates. 86% ofstudents ranked in the top 1/2 of their high school graduating classes;95% of students are from in-state; 25% of graduating seniors continueon to graduate school; 8% are minorities; 2% are foreign nationals.

D. Faculty population: 95 faculty; graduate assistants do not teachclasses as their are no graduate students; faculty receive tenure basedon teaching.

4u

-6-

Directive:

You have been newly hired as a reference and instruction librarian. Thereis already a strong orientation program in place for all incoming freshmenenrolled in English composition courses requiring a research paper. You havebeen hired partly because of your undergraduate degree in the hard sciences.The director of Ow library would like to expand the instruction program toinclude upper level undergraduates, particularly those enrolled in subject-specific research classes. Given the fact that the instruction program alreadyoperating does an excellent job of introducing students to the library and itsservices, a general search strategy, and the processes necessary to do researchat the college library, you are to develop a program which will introduce biologymajors to the idiosyncracies of doing research in the field of biology, theinformation structure in the sciences, scientific communication, reference toolsspecific to the field, as well as on-line data bases. Each biology major musttake a junior and senior level seminar in biology. Your library director wantsthe subject-specific instruction to be integrated into existing biology coursesand eventually a required part of all upper level. courses. There are 35 biologymajors in each class. The biology faculty is receptive to the idea of libraryinstruction, but associates it with English composition courses. In fact, thefaculty is much more comfortable in the lab than in the 11J.ary. Your Jirectoris available for consultation; she is sorry, but due to s'aff shortages, you willnot be able to involve any of your colleagues in the lib.ary to implement theprogram.

Address your memo to the director of the library.

Scenario 7: Internationalizing the Library


A. Institutional Setting: Large state-supported university; emphasis onresearch; programs particularly strong in engineering, physics, business,agriculture, and sport sciences.

B. Library facilities and personnel: Third largest academic library inUSA; 6.5 million volumes; 93,913 serial subscripti'ns; decentralizedlibrary system with over 37 departmental libraries; automatsv circulationsystem; 120 librarians; 400 support staff; librarians have faculty status.

C. Student population: 35,152 students (total); 26,597 undergraduates;selective admission (average ACT is 27.5; national average is 18);4% are minorities; 1% are foreign nationals.

D. Faculty population: 2,796 faculty members; 75% have doctorates; emphasison research and publication; graduate assistants teach some undergraduatecourses.

Directive:

You are one of five assistant librarians in the undergraduate library.Because there is no corresponding departmental library for the English as aSecond Language (ESL) department, some of the instructors have asked you to developa library unit they can incorporate into advanced writing classes for internationalgraduate students. The students are presently enrolled in graduate school, butbecause of their somewhat low TOEFL scores, they are required to take one under-graduate level composition course. While the students are master or PhD candidatesin a broad range of fields, business, chemistry, computer science and agriculturedominate.

47

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The instructors are not quite sure what they want you to teach, but arewilling to go along with any of your ideas for a library unit. Presently, nolibrary-related assignments are given. They would like you to stress how toidentify and locate current materials. There are seven sections of this coursewith a total of 110 students. The students are from many different countries,with many from Japan, China, Tunisia, Ghana, Ivory Coast, Colombia, Argentina,and Korea. No one person is responsible for coordinating all seven sections;the instructors work independently. On occasion, communication between thecourse instructors breaks down completely.

You feel strongly about helping these students, but your supervisor, thecoordinator of bibliographic instruction in the undergraduate library, is con-cerned that you are already overextended. She is also uncertain if the under-graduate library should be involved in setting up a program for graduate studentswhen the primary user group for the library is undergraduate students.

Address your memo to the coordinator for bibliographic instruction inthe undergraduate library.

Scenario 8: High School Hoards

Description of Environment:

A. Institutional Setting: ;e public library; open to all residentsof the state.

B. Library facilities and personnel: one of the ten largest publiclibraries in USA; 5.2 million volumes; multiple copies of a largeportion of titles; central library; cultural center, and 76 branchlibraries; 342 librarians; 1,432 supa-,rt staff.

C. Student population: All students of the general metropolitan areaare welcome to use the library; approximately i million students inarea; all levels and ages; varying experience with libraries.

D. Faculty population: The teachers at all area schools; approximately25,000 teachers in the metropolitan area.

Directive:

You are one of twenty reference librarians in the information and referencecenter of the central library. Each spring hoards of h4h school seniors descendon the library, particularly on Saturday mornings, to work on their seniorresearch papers. They come from all corners of the metropolitan area, from verydiverse high schools, individually or in small groups. They complain that allthe resources have been exhausted in their small high school libraries and thattheir teachers and school librarians encouraged them to go downtown to the "big"library. As each student enters the door, you go through the same generalorientation talk, hoping to get them started on their research. Each seemsquite harried and concerned that he/she won't finish their research before thelibrary closes.

Exhausted from a long Saturday, you feel there must be a better way to helpthese students effectively use the library. You speak to the director of readerservices, your boss, and she agrees with you that some type c. cooperativeorientation program needs to be implemented, perhaps involving the area highschools. She is so impressed by your concern that she gives you the responsi-bility of planning such a program. She reminds you that the staff is already

48

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stretched to its maximum, soany program you would develop must not increaseth-ir work load and hopefully world ease the-demands on the reference staff.She says ahe has often thought about developing an'instruction program for highschool students, but has never found the time. Now it's your turn to try.

Address your memo to the head of reader services.

Scenario 9: Playing the Stock Market


A. Institutional Setting: Medium-sized public library; member of state-wide networks; affluent community of 250,000.

B. Library facilities and personnel: Public library supported by localtax dollars; community support for library is strong; one centrallibrary with two small branches; 250,000 volumes; 367 periodicalsubscriptions including 15 newspapers; large media lollection;auditorium for community use; 18,000telephone reference questionsannually.

C. User population: Any resident of the community can use the library;library borrowing privileges for non-residents for a $50.00 annualfee; most residents are employed at one of the numerous large corpora-tions headquartered in the area; great deal of mobility; averageresidency is 2 to 3 years; high density of engineers, researchscientists, executives, managers; the nearest university library is75 miles away; many area corporations do not have corporate librari'sand depend on the public library for reference assistance; areabusinesses contribute annual fees to receive specialized services andto maintain subscriptions to business journals.

D. Faculty population: Not applicable.

Directive:

You are one of :en reference librariars in the central library. Yourparticular area of expertise is business reference. Whenever a patron comes inor calls seeking investment, stock market, tax, or other related businessinformation, he/she is almost automatically referred to you. You are findingit particularly difficult to handle the increasing level :4 questions and theseemingly unending demand for .reformation about the economic outlook for literallyhundreds of different compaCes. You are certain that many of the questions youanswer are related to potential purchases of stock in companies. You see twoproblems: 1) how to educate and train your colleagues in the reference departmentin business reference; and 2) how to instruct a nebulous group of patrons whodemand an inordinant amount of your time in locating information about individualcompanies and economic forecasting. You have helped so many investors, that youare beginning to feel you should take a cut of their profits. Your director issomewhat of a traditionalist and is dubious about initiating any user educationprograms. You feel thereis a definite need for business information seminarsand that you could market them successfully. A couple of the other referencelibrarians are supportive but don't feel they can nelp to any great degree becausethey lack the subject expertise. You know you will need all the help you can getto gain the support of the director.

Address your memo to the director of the library.

4

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Scenario 10: Gearing up for Graduates


A. Institutional Setting: Large state-supported university; emphasis onresearch and publication; particularly strong in English, economics,chemistry, pre-law, pre-med, and history.

B. Library facilities and personnel: 5.5 million volumes; 52,460 aerialsubscriptions; decentralized library system with 26 libraries; nothingis automated except acquisitions; 145 librarians; 350 support staff;librarians do not have faculty status; average number of years eachlibrarian has been employed at the library is 22 years.

C. Student population: 35,223 (total); 22,314 undergraduates; averageSAT composite 1100 (national average is 800); 6% minorities; 2% foreignnationals; selective admissions; several of the graduate programs are-uinked number one in the country.

D. Yaculty population: 2,465 faculty members; graduate assistants teacha few undergraduate courses; emphasis on research and publication fortenure.

Directive:

You have been hired as the Coordinator for Bibliographic Instruction forthe entire library system--a newly created position. Your direct charge fromthe library director is to coordinate library instruction and orientation programsfor graduate students and faculty. The undergraduate library has a very stronginstruction program, serving both undergraduates and graduate students. Theundergraduate library is particularly well-staffed and politically protected; thissituation may be due to the strong position of undergraduates on campus stemmingfrom concessions received by the SDS (Students for a Democratic Society) in the1960's. The library director wants you to ease the stronghold of the undergraduatelibrarians on graduate instruction; he feels it is more appropriate that thegraduate library staff implement upper level programs.

You hope you can work comfortably with the head of the undergraduate library,but you must remember that almost all of the librarians in the system have beenworking at the University for over twenty years. You are not sure how you aregoing to teach the graduate departments new tricks; they are accustomed to seekingout their favorite librarian and asking for customized library instruction fortheir students. While much instruction is done for graduate students, it hasbeen inconsistent, disorsanized, and often redundant due to no previous library-wide coordination. Take two aspirin and begin on a reorganization which yourlibrary director anticipates will take two or three years.

Address your memo to the library director.

LIS 450AC

Term Project:

Proposal for a Bibliographic Instruction Program

I. Description of the Environment (Basis Information will be supplied inscenario)

A. Larger institutional settingB. Library facilities and personnelC. User population (students, faculty, community, etc.)

II. Program PlanningA. Target populationB. Method(s) of needs assessmentC. General & enabling objectivesD. Personnel to be involved in planningE. StaffingF. Methods of gaining cooperation/involvement of appropriate

library personnel (i.e. teaching faculty)G. Funding -- level and method(s)H. Basic design/structure of program

III. Implementation of ProjectA. Timeframe for phasing program inB. MarketingC. Content descriptionD. Description of instructional techniques (lecture, workshop,

CAI, etc.)E. Curricular aids needed (text, handouts, slide-tape)F. Administration of the program (include training of personnel

if appropriate)

IV. Follow-Up and EvaluationA. Short-term assessment of:

1. User Group2. Librarians3. Traditional teaching faculty (if appropriate)4. Effect on the library staff, materials and resources

B. Long-term assessment:1. Suggestions for evaluation

C. Dissemination of findings1. To what journals will you submit articles2. Where might you present a paper

V. Bibliography

Include a short (8-10 citations) list of relevaat sources which youconsulted in drawing up your proposal and which would aid you in imple-menting and evaluating your program.

NOTE: Ibis is a suggested outline for your proposal. You do not have tofo_low this outline strictly but do address all major points.

5


Urbana-Champaign


WRITING INSTRUCTIONAL OBJECTIWS

I. Class Session Objectives for June 18


General Objective: By the end of class today, each student should havea working knowledge of objectives and should know how to develop wellconstructed enabling objectives for library use instruction.

T.1. The student will understand the differences between three levelsof objectives.

E.1. The student will describe the differences between a general,terminal and an enabling objective.

E.2. Given a list of objectives the student will correctly identifythe three levels of objectives.

T.2. The student will know the components of a well constructed enablingobjective.

E.1. The student will list the four components of an enablingobjective.

E.2. Given a list of verbs, the participant will select the correctwords that may be used in stating enabling objectives.

E.3. Given a well constructed enabling objective, the student willidentify the actor, the observable behavior or action performed,the situation or conditions, and the criterion or standard.

E.4. Given a list of objectives, the student will identify thosethat are enabling objectives.

T.3. The student will be able to develop well constructed enablingobjectives.

E.1. Given a terminal objective, the student will write an enablingobjective which includes the actor, the observable behavior,the situation, and the criterion in two minutes.

T.4. The student will know five criteria for appraising the adequacy ofthe objective developed.

E.1. The student will list five criteria for appraising objectives.

-2-

II. Terminology

General objectives describe the overall goal of a program and what theentire program is designed to achieve.

Terminal objectives (T) break down the general objectives into morespecific meaningful units.

Enabling objectives (E) define specific knowledge or skills necessaryto achieve the terminal objective; describe the behavior of theperson who has mastered the material.

III. Exercises (to be completed in six student groups)

Exercise 1

1. Briefly discuss the difference between general, terminal and enablingobjectives.

2. From the following list, identify the general, terminal and enablingobjective:

a. Given a list of topics and a list of periodicalindexes, the student will be able to correctlyselect, at 85% of the time, the index which coverseach topic.

b. The student will be able to make effective useof the library.

c. The student will know how to use reference toolsbasic to all subject areas.

53

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Exercise 2

Examine the following two statements. Which statement specifies thelearner's behavior?

1. To develop student awareness of the campus library units whichcontain substantial material relevant to their research needs.

2. Given a topic, the student will identify the campus librarieswhich contain substantial material relevant to the topic.

Exercise 3

From the following list, check the statements which contain statementsof observable behavior.

1. By sight, the student can identify the members of theinstruction staff by name.

2. The student recognizes the library as a primary source ofrecorded information.

3. Given a topic of recent concern to the federal government,the student can locate citations to information issued bythe executive and congressional branches using the MonthlyCatalog.

4. Given a map of the library, the student can correctly identifythe location of the reference desk in a specified time period.

5. The student understands the procedures established by usingthe library.

6. The student can correctly interpret overdue notices.

7. The student understands how information is organized in hisown field of interest.

Exercise 4

Underline the situation statement in each of the following:

1. Given a specific topic of current interest, the student can locatetwo newspaper articles on the topic.

2. In a specified time period, the student can identify major referencesourzes in an unfamiliar field using Sheehy's Guide to Reference Books.

3. Given a list of call numbers and location symbols, a student can findthe item, 'n the library.

4. While viewing an LCS display, the student can identify the callnumber, location, and circulation status.

54

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Exezcise 5

Under'ine the criterion statement in the following enabling objectives:

1. Given a citation from Psychological Abstracts, the student willidentify by name all elements of the entry.

2. In two minutes, the student can correctly search LCS for a givenjournal title and volume number.

3. Given a list of topics and a list of periodical indexes, the studentwill select at least 85% of the time the most appropriate index foreach topic.

Exercise 6

Examine the terminal objective beliw and write three enabling objectives.Remember to include all four components of enabling objectives (thelearner, the observable behavior, the situation statement, and thecriterion statement).

1-rminal Objective: The student can make effective use of tha LibraryComputer System.

Note: This class in writing instr"ctional objectives was based on a workshopsession lead by Carla J. Stoffle at the Midwest Federation of LibraryAsoociations, Detroit, October 1 and 2, 1975.

.....

5 5

LIS 450AC

Betsy Wilson


Urbana-Champaign

Midterm Essay or Editorial

Library Use InstructionSummer 1985June 25, 1985

Ir. *-To to three double-spaced type-written pages, respond toJose ?h Rosenblum's editorial "You Won't Find 'The Truth' in theLibrary" publish -' in the Chronicle of Higher Education (October26, 1983). Your response can take the form of an essay or a letterto the editor of the Chronicle of Higher Education. Your responseshould consist of two sections. One section of your responseshould discuss at least three instruction programs or positionsdrawn from the readings you have done for this class. You shoulddiscuss the reasoning, logic, or rationale which make the ^rogramsor positions you choose to mention significant in supporting orrefuting Rosenblum's editorial. In the second part of yourresponse, synthesize the readings with your personal philosophiesof librarianship, specifically in the area of instruction, tosupport or refute Rosenblum's stand. There is no need to usefootnotes.

Midterm essays are due in class July 2 and will be returnedto s_udents in class July 11.

I..

inST COPY AVAILABL

5 7

CHRONICLE OF HIGHER EDUCATIONOctober 26, 1983Page 30

Opinion

You Won't Find 'The Truth' in a LibraryBy Joseph Ro:enblum

OLLEGE ADMINISTRATORS particularly li-brary directorspay obeisance to libraries,calling them the heart of the campus. The ana-

tomical reference is flattering but 1..exact; undergrad-uate libraries could more accurately be described asthe vermiform appendix, which can be removed with-out dangerindeed, perhaps with some benefittothe organism.

The Amherst College library until 1852 was openonly once a week for the withdrawal of books. AtBrown University in 1843 an undergraduate couldremove a book from the shelf only with special per-mission. A college in Maryland lent no books at all; ithad tried, but found too many students were borrow-ing them.

Ah, how we laugh at those antique practices. Howmuch more enlightened we think we are, w;th ourlibraries open 18 to 24 hours a day, 7 days a week,with our open stacks and unlimited borrowing privi-leges. Librarians scurry around the campus biblio-graphically instructing, professors press research as-signments on their students, and students flock to theDiary for The Truth.

Do we ever pause to consider that perhaps ourpresent practices are subversive to truelearning, thata closed library might be better for undergraduatesthan an open one? We should.

In the 1950's the New York Public Library begancalling itself the "House of Answers." It is for an-swers that students come to the library; yet the pri-mary function of an undergraduate education shouldbe to provide questions, to allowindeed, to forcestudents to think for themselves rather than bethought for. Wellesley College has as its motto Nonministrari sed ministrareNot to be served but toserve. A fine motto, that; but a finer one for everycollege, every undergraduate, would be Non cogitari.led c.,gitare.

Emerson warned against relying on the thoughts ofothers: "Meek young men grow up in libraries, be-lieving it their duty to accept the views which Cicero,which Locke, which Bacon, have given; forgetful thatCicero, Locke, and Bacon were only young men inlibraries when they wrote these books. Hence, in-stead of Man Thinking, we have the bookworm."

How much easier to look up what Cleanth Brooksor Michael Millgate says about The Sound and theFury than to wrestle with that novel to discover itsbeauty, passion, and meaning for oneselfand bowmuch less truly educating. How much easier to readwhat the critics say about the works of Picasso orMozart than to look at the pictures or listen to themusicand how much less enriching.

Our undergraduates are too often like medievalSchoolmen who read Pliny, Aristotle, and Galen todetermine how many teeth a Erse I'as, refusing to gooutside to look at a horse for themselves. One may

. ,

sound educated by quoting another, but what doesthat truly signify? A trained parrot may do the same.Original thoughts are within ourselves, not printed inbooks.

Libraries discourage thought; they also discouragereading. I do not refer merely to the often noisy andunattractive surroundings they offer or to the terribletreatment of books there, with embossers and inkystamps that turn works of art into pieces of junk,distressing though those conditions are. Even worseare the many supposed shortcuts to knowledge librar-ies offer, such as Masterplots and encyclopedias.

What does snow tepresent in Joyce's "The Dead"?No need to ponder the question or even read thestory; just look up 'snow' in A Dictionary of Symbols.Is One Hundred Years of Solitude a good book? Don'tread it; look it up in Book Review Digest. With Bart-lett's Familiar Quotations, who needs the classics?With Roget's Thesaurus, who needs a good vocabu-lary?

Yes, there is a place for libraries, ev :n for such oftheir contents as Charles Lamb called biblia a-bib-hiabooks that really ai4n't. Graduate schools, withtheir emphasis on research, should equip their stu-dents with the ability to use libraries, to acquaintthem with the literature of their field:,. To assess thevalue of that literature, however, requires a mindtrained to think, not to use indexes. Only if one hasgrappled with Faulkner can one then appreciate andassess the contributions of a Brooks or a Millgate.

Oliver Wendell Holmes observed that if all the maferia medico were dumped into the ocean it would beso much the better for people and so much the worsefor the fish. The same might be said for the vastmajority of the books in college libraries.

The educational enterprise would be more apt toattain what should be its real goalproducing analyt-ical mindsif students were encouraged not to uselibraries. An anti-bibliographic-instruction courseshould be required for all entering freshmen.

It may not, alas, be true that, as Wordsworth said,"One impulse from a vernal wood/May teach youmore of man,/Of moral evil and of good, /Than all thesages can." But looking at a vernal wood will teachmore botany than a book about vernal woods, andthinking about moral good and evil is more likely toinstill ethics than reading what X says about Y'sviews on Z's interpret' Lion of Aristotle.

Let undergraduates reinvent the wheel or rediscov-er gravity; they will be the better engineers and physi-cists for the experience. Let them see the worldthrough their own eyes, think their ov.n thoughts,create their own ideas. Only in that way can a liberal-arts education be truly liberating and truly educating.

Brown had the right idea.

Joseph Rosenblum is a former reference librarian atGuilford College.

, University of Illinoisat Urbana-Champaign

*UNIVERSITY LIBRARY

Undergraduate Library

Undergraduate Library Building1402 West Gregory DriveUrbanaIllinois 61801

217 333-1031

BIBLIOGRAPHIC INSTRUCTION: A SELECTED BIBLIOGRAPHY

This bibliography is based on a bibliography originally compiledby Carolyn B. Fields for the Association of College and ResearchLibraries, Bibliographic Instruction Section, Education for Biblio-graphic Instruction Committee; additions and updates provided byBetsy Wilson, Undergraduate Library, University of Illinois toaccompany the panel "Library Skills Instruction and the DevelopmentalWriter" presented at the 36th Conference on College Composition andCommunication in Minneapolis March 22, 1985.

Bibliographies/Literature Reviews

Kirkendall, Carolyn A. and Carla J. Stoffle. "Instruction." In the ServiceImperative for Libraries: Essays in Honor o,": MLrgaret E. Monroe, edited

by Gail A. Schlachter, Littleton, Colorado: Libraries Unlimited, 1982,pp. 42-93.

Excellent, comprehensive overview of bibliographic instruction includinghistory, major developments, and currert issues: Faculty support, educa-tional theory in instruction, and administrative support. Examines usereducation in college and university, school, special, and public libraries.Includes a useful classified bibliography.

Lockwood, Deborah L., comp. Library Instruction: A Bibliography. Westport,Conn.: Greenwood Press, 1979.

An annotated, classified bibliography covering three major areas: General

philosophy and state-of-the-art, types of libraries, and methods ofinstruction. Concentrates on items published after 1970 with the excep-tion of classic works.

Rader, Hannelore B. "Library Orientation and Instruction--(year)." Annually

in Reference Services Review. Ann Arbor, Mich." Pierian Press, 1976-.

Annual, annotated bibliography covering publications for a given year.

Periodicals/ Columns Devoted to Biblio r^ hic Instruction

ACRL-BIS Newsletter. Chicago: American Library Association. Association of

College and Research Libraries. Bibliographic Instruction Section, 1984-.

Lubans, John, Jr., ed. "Library Literacy." RQ. Chicago: American Library

Association. Reference and Adult Services Division, 1980-.

LIRT Newsletter. Chicago: American Library Association. Library InstructionRound Table, 1978-.

LOEX News: The Quarterly Newsletter of the Library Orientation-InstructionExchange. Ypsilanti, Mich." LOEX Clearinghouse. Division of EducationalResources. Eastern Michigan University, 1974-.

Research Strategies: A journal of Library Concepts and Instruction. Ann Arbor,Mich.: Mountainside Publishing, 1983-.

Directory of Clearinghouses

Sager, Rochelle, ed. Library Instruction Clearinghouses 1983: A Directory.Chicago: American Library Association, 1983.

Guidelines and Recommendations

American Library Association. "Policy Statement: Instruction in die Use ofLibraries." Council Document no. 45, American Library Association AnnualMeeting, New York, 1980.

Provides a short statement of support for instruction on information re-trieval and concludes with the statement that "The American LibraryAssociation encourages all libraries to include instruction in the useof l'_oraries as on3 of the primary goals of service."

American Library Association. Association of College and Research Libraries.Bibliographic Instruction Task Force. "Guidelines for BibliographicInstruction in Academic Libraries." College and Research Libraries News38 (April 1977): 92.

The ACRL BIS Task Force put together guidelines on essential elements andobjectives of an instruction program. The guidelines are currently under-goir revision.

"Think Tank Recommendations for Bibliographic Instruction." College e-' ResearchLibraries News 42 (Dec. 1981): 394-398.

Six resommendations are made on two main themes: "1) "building bridges"- -to the rest of the profession, to the large academic community, and tothe library schools--and 2) consolidating the discipline by fcsteringresearch, publication critical analysis, and development of an under-lying pedagogy of bibliography instruction."

"Reactions to the Think Tank Recommendation: A Symposium." Journal ofAcademic Librarianship 9 (March 1983): 4-14.

The authors of the "Think Tank Recommendations..." stated that theyhoped to spark discussion. Indeed they did; this article is actuallycomposed of eight different responses to the above cited publication.

Handbooks

American Library Association. Association of College and Research Libraries.Bibliographic Instruction Section. Policy and Planning Committee. Biblio-graphic Instruction Handbook. Chicago. American Library Association, 1979.

Contains the "Guidelines for Bibliographic Instruction in AcadeaLcLibraries," and an outline of basic considerations in starting up abibliograhic program: Needs assessment checklist, administrativeconsiderations, a timetable, model statement of objectives, and prosand cons of different modes of instruction. A glossary and pathfinderon BI conclude the handbook.

American Library Association. Association of College and Research Libraries.Bibliographic Instruction Section. Research Committee Subcommittee onEvaluation, Evaluating Bibliographic Instruction: A Handbook. Chicago:American Library Association, 1983.

Intended as an introduction t' evaluation, this handbook offers very gooddirection for the instruction librarian including: Rationale for evalua-tion, goals and objectives in evaluation, research designs, data-gatheringinstruments, and data management and statistical analysis. Concludeswith an annotated chapter on significant works plus a bibliography.

American Library Association. Association of College and Research Libraries.Bibliographic Instruction Section. Continuing Education Committee.Organizing and Managing a Library Instruction Program: Checklists.Chicago: American Library Association, 1980.

This publication consists of twelve checklists librarians can use forinitiating or improving an instruction program: Elements of a modelinstruction program, assessing students needs, assessing instructorand dean's interest, administration of a proglam, developing objectives,instructional modes and materials, teaching librarians to teach, evalua-tion, collegial and administrative support.

Beaubien, Anne K., Sharon A. Hogan, and Mary W. George. Learning the Library:Concepts and Methods for Effective Bibliographic Instruction. Jew York:Bowker, 1982.

Explains how to plan and implement a bibliographic instruction program.Its uniqueness lies in the discussions of the research -,-ocLss and howto present it. Gives examples of research in thL humanities, the socialsciences and history. Includes an excellent chapter on planning thesingle lecture.

Breivik, Patricia Senn. Planning the Library Instruction Program. Chicago:American Library Association, 1982.

The author hopes to "provide the reader with a clear understanding ofthe educational and political milieu in which library user-education

60

programs must exist, as well as an understanding of the practical stepsinvolved in planning an implementing them." Stresses the theoreticaland philosophical aspects of planning a BI program.

Renford, Beverly and Linnea Hendrickson. Bibliographic Instruction: A

Handbook. New York: Neal-Schuman, 1980.

Practical, comprehensive handbook. Explains in detail how to plan for

a BI program; how to develop an wrientation program, course-relatedinstruction, credit instruction, and computer-assisted instructionprograms; how to develop workbooks; and how to use audiovisual materials

and equipment.

Theory, General Discussion, and Case Studies

Frik, Elizabeth. "Information Structure and Bibliographic Instruction."Journal of Academic Librarianchia 1 (Septemoer, 1975): 12-14.

Examines four levels of bibliographic awareness: Particular reference

sources, types of sources, ways in which reference sources reflect the

nature of the disciplines they serve, and information structure in the

society.

Knapp, Patricia B. The Monteith College Library Experiment. New York: Scare-

crow, 1966.

This classic in the field of library education reports on the innovativeresearch project conducted at Monteith College at Wayne State University

in 1960. The objectives of the project were "to stimulate and guidestudents in developing sophisticated understanding of the library and

increasing competence in its use." This project influenced the courseof bibliographic instruction, and the types of problems and concernsencountered are still being discussed in the literature today.

Kobelski, Pamela and Mary Reichel. "Conceptual Frameworks for Bibliographic

Instruction." Journal of Academic Librarianship, 7 (May 1981): 73-77

Stresses the importance of using conceptual frameworks--principles whichare drawn from a field of study and used to organize the content of an

instructional presentation--in library instruction. The pros and cons

of seven conceptual frameworks are discussed: Type of reference tool,systematic literature searching, form of publication, primary/secondarysources, publication sequence, citation patterns, and index structure.

Kohl, David, Lizabeth Wilson, Lori Arp, Stuart Rosselet, and Susan MacDonald."Large Srale Bibliographic Instruction--The Illinois Experience."Sepcial issue of Research Strategies 2 (Winter 1984).

Devoted to the Undergraduate Library Instruction Program at the University

of I3linois. The program is discussed from the viewpoints of the librar:administrator, instruction librarians, writing instructor and composition

6'1

administrator. Provides guidelines for establishing, implementing andevaluating a program in the context of a large university. Also proposesa cognitive research approach based on the hierarchical structure ofinformation.

Library Orientation Series, 1971. Papers presented at the annual conferenceson library orientation held at Eastern Michigan University, published byPierian Press.

There are many articlra on case studies and theory presented in thisseries. It is a very good source for information on current topics.

Luban, John, Jr., ed. Educating the Library User. New York: Bowker, 1974.

This much cited collection of essays, case studies, and research reportsdiscusses user education in many types of libraries. It is divided intothree parts: Rationale for educating the library user, faculty involvementin libraryuse instruction, and implementation and evaluation of libraryuse instruction programs. The editor states it is "the first book onthe subject from a total systems point of view."

Lubans, John, Jr., ed. Progress in Educating the Library User. New York:Bowker , 1978.

An update to Educating the Library User, this volume discusses recenttrends, innovations and new directions in :he field. This work alsoaddresses BI in a variety of types of libraries as well as in British,Scandinavian, and Canadfan libraries.

Marshall, Albert P., ed. "Current Library Use Instruction." Special issueof Library Trends. 29 (Summer 1980).

This is an update on the general topic of library user instruction. Itreviews the history and current trends in BI, elements of a successfulBI program, compentencybased education and library instruction, researchstrategies, modes of instruction for the individual, reference serviceas a teaching function, training and education of library instructionlibrarians, involvement of the librarian in the total educational process,the computer and user education, and evaluation of bibliographic instru tion.

Oberman, Cerise and Katina Strauch, eds. Theories of Bibliographic Education:Designs for Teaching. New York: Bowker, 1982.

This book, which presents a theoretical foundation for BI .s a discipline,is intended as a companion volume to Learning the Library which is morepractical. It contains essays on the theory of information structure andeducation principle.; it promotes a shift away from toolbased learningto conceptualbased learning.

Tuckett, Harold W. and Carla J. Stoffle. "Learning Theory and the SelfReliantLibrary User." E. 24 (Fall 1984): 58-66.

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This article reviews the pedagogical models applied by instructionlibrarians over time and proposes that a new model which attempts toincorporate cognitive learning theory is emerging.

Librarian - English Instructor Cooperation

DeWit, Linda, Agnes Haigh, Julie Hurd, "Library Seminars: Keeping Facultyinformed," College and Research Libraries News 42 (October 1981): 326-327.

Faber, Evan Ira. "Library Instruction Throughout the Curriculum: EarlhamCollege Program," In Educating the Library User (1974) pp. 145-162.

Ford, James E. "The Natural Alliance Between Librarians and English Teachersin Course Related Library Use Instruction," College and Research Libraries43 (September 1982): 379-84.

Gwinn, Nancy E., "The Faculty-Library Connection," Change 10 (Septembe 1978):

19-21.

Hofmann, Lucinda A. "Educate the Educator" A Possible Solution to an AcademicLibrarian's Dilemma." Journal of Academic Librarianship 7 0 (July 1981):161-3.

Lipow, Anne Grodzins. "Teaching the Faculty to Use the Library: A SuccessfulProgram of In-Depth Seminars for University of California, Berkeley,Faculty." in New Horizons for Academic Libraries, pp. 262-7. Edited by

Robert D. Stueart and Richard D. Johnson. New York: Saur, 1979.

Rader, Hannelore B., ed., Faculty Development in Library Instruction(Ann Arbor, MI: Pierian Press, 19/6).

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Documents

DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 269 041 IR 051 512 AUTHOR Wilson, Lizabeth TITLE Library Use Instruction: Syllabus, Lecture Outlines,. Assignments, ana Guest Presentations